Technology Plan built using etech Ohio's TPT tool

Transcription

1 Technology Plan built using etech Ohio's TPT tool Organization: Tool: Lakewood City SD TPT Name: Lakewood City SD , TPT, , , Period Coverage: , , Status/Approvals: etech Ohio Certified Created Fri Jan 13 20:10:18 GMT 2012 Thu Jun 21 13:10:49 GMT 2012 Key Decision Makers Assigned ETC: Assigned Treasurer: Steven Crumbacher Richard Berdine Assigned Superintendent:Jeff Patterson Phase 1. Pre-Planning Vision: Mission: Technology is ever present in the 21st century and beyond. The Lakewood City School District will provide (create/construct) an academic atmosphere where technology is transparently utilized, in conjunction with best practices and to prepare students for active ethical engagement in our global society. The Lakewood Schools will implement a program for the utilization of current technologies across the curriculum to enhance and support student learning; and to provide professional service, assistance and continual staff development. Expected results will provide that: All Lakewood students will gain knowledge and 21st century skills essential to be successful productive citizens in an information based society. In addition, all Lakewood staff will gain knowledge and skills in the use and benefits of technology and will strive for continuous improvement of teaching and learning through use of technology to a point of transparency. Technology Planning Curriculum Coordinator;Instructional Integrationist;Other;Superintendent;Teacher;Technology Coordinator;Technology Support;Treasurer Committee: Review Current Technology Plan Describe goals that were met: In the previous plan, the goal was for LCS to reevaluate teacher inservice, especially in lesson planning and application/student interaction. As well as areas such as on-line course management programs with open student access after normal business hours; portfolio assessment tools and repository for student work; short term assessment and evaluation tools and data driven skill analysis. In addition, through the acquisition of a large quantity of activeboards, direct student interaction with the technology to further support differentiated instruction and to meet individual learning styles. During the 3 year period of the plan, Lakewood applied and received two ARRA technology grants which changed the course of portions of the original strategies and goals. Teacher Unexpected inservice took on multiple unforseen aspects as we begain to pilot 1 to 1 computing models. On-line course management became critical to success of the pilots but ranged in format outcomes, depending on the needs of that teacher and student group. Portfolio assessment and repository for student work became less of a priority as other software and web 2.0 tools evolved. new needs: Data driven skill analysis became a primary focus of district improvement and will continue to be a dominant goal as we move to Common Core. s that are no longer relevant: While the large number of activeboards often set a pattern for student interaction, the movement toward individual use of technology continuing acquisition and growth less of a priority than anticipated. On-line portfolio and student storage is not as relevant as web 2.0 tools become more predominant and 21st Century skills require a broader platform. Clear learning targets, course of study, technology standard infusion; as examples, have been met but are already in flux as the Common Core standards take precedence. s that Although in the previous plan, Teacher and student/application carried a strong emphasis, this goal has actually increased and may even require expansion as digital student literacy still need to (as noted in the Common Core standards) becomes more and more infused into the daily curriculum. Although LCS has developed Clear learning targets, course(s) of study, methods be for technology standard infusion; these areas will still need to be addressed/reevaluated as the Common Core State Standards replace the Ohio Academic Content Standards. addressed: Phase 2. Curriculum Alignment & Instructional Integration : Student Content Area: Reading/Math

2 Improving Teaching and Learning Student performance in all content areas as measured by the OAA/OGT will increase by 10% annually across all subjects and for all subgroups and progress will meet or exceed expected growth in reading and math as reported on ODE District Report Card. iii. Adaptation The DIP(08-09) indicated that a 10% increase was required to meet 100% student achievement by 2014, as set by NCLB. Accordingly, OAA/OGT scores must increase by 10% annually in Reading, Math and all subgroups. Observational data and assessments will prove data is being used to drive instruction. iv. Appropriation Created Thu Mar 29 13:13:37 GMT 2012 Thu Jun 07 13:20:39 GMT 2012 Strategy: BLT/TBT Support Evaluation Process: Use technology to impact the quality, content and structure of teaching and learning in a school that is focused on results. -- TBT(s) will use Google Apps/MS Outlook for a common share point to document and coordinate current OIP/TBT process. Pre/post staff survey on usage and compliance with the expected outcome. The I.T. department, upon request of the Division of Teaching and Learning, will provide quantitative measure of the amount of activity related to TBT using Google Apps. District will support building improvement planning, through the BLT/TBT process throughout the school year. Assistant Superintendent;Curriculum Coordinator/Director;Teacher;Technology Coordinator/Director 1 year - 2 years General Funds Provide technology support to plan and implement ongoing professional development opportunities focusing on the use of Google Apps and MS Outlook. Support the use of technology for effective communication, collaboration, recordkeeping and data analysis. Identify Person(s) Educational Technology Consultant;Librarian / Media Specialist;Other District Employee;Teacher;Technology Coordinator/Director to plan PD: How PD will support this BLT/TBT(s) will correlate the quantitiy and effectiveness of the use of the technology tools with current measures of student acheivement. Teachers will take part in professional development to gain a better understanding/enhance their own technology skills and integrate these into the TBT process. The expectation is increased communication and collaboration will establish common norms/protocols/procedures across K-12, postively effecting student achievement. Created Thu Mar 29 13:30:31 GMT 2012

3 Tue Apr 17 18:35:45 GMT 2012 Strategy: Common Core and 21st Century Learning that corelates to Read/Math success Evaluation Process: Lakewood will facilitate the use of technolgy as a common tool in daily learning in the same context as traditional writing tools. P.D. to includes shift toward the TPACK model. Assesements will move toward IT supported higher thinking skills. Using observation, examples and testing, the use of technology will be inherent in materials produced by students. Baseline comparisons of data from 2012/15 increase Math/Reading scores WITHOUT any skew from technology use in the testing process. Within the Common Core standards the use of technology needs to be the seamless use of the tool to enhance the learning process, therefore expectaion is that the District will provide "in classroom" available support personnel/teachers that will assist students & teachers in the development of the technology skills needed to develop, demonstrate and publish ideas and concepts derived from their own personal learning, as we support a Lakewood version of one to one access. Measurement of the effectiveness of the strategy is based in Power Walk Through observation data, TBT examples of asssements strategies that infuse technology, and transparency of the technology as a part of OAA/OGT testing. Curriculum Coordinator/Director;Librarian / Media Specialist;Other District Employee;Principal;Student;Teacher;Technology Coordinator/Director 2 years - 3 years Funding Source (if Estimated Cost for Strategy - Year 1: Estimated Cost for Strategy - Year 2: Estimated Cost for Strategy - Year 3: General Fund and application of grants as they become available With Lakewood moving to incorporate TPACK as a common base for all teacher pedagogy, all teachers will regularly be presented with opportunities to grow with in that framework. This is expected to be occur as District PD, building and individual opportunities through the use PD meetings/classes, Instructional coaching and individual peer in-service by qualified staff. Identify Person(s) Curriculum Coordinator/Director;Other District Employee;Other Educational Tech Staff;Teacher;Technology Coordinator/Director to plan PD: How PD will support this Through staff/student survey, Walk through data, documentation of the PD occuring and random lesson samples, this approach to PD should provide evidence of an increase in students using technology (with higher rigor and levels on Bloom's hierarchy). This approach to PD will "individualize" the above process, toward supporting each teacher on the continuum of learning. Through the continual movement of teacher practice toward the TPACK framework, the change in infusion of educational technology will support an expectation of using tech as an integral part of every lesson. Created Tue Apr 24 19:07:48 GMT 2012 Tue May 01 17:19:24 GMT 2012 : Expectations and Conditions Improving Teaching and Learning School conduct and climate will improve as measured by a 5% annual reduction in out of school suspensions and expulsions as well as meet the annual state requirements for attendance and graduation rates. During the District OIP, subgroups were found to be disproportionately represented in discipline data. The DIP (08-09) addressed that school conduct and climate must improve as measured by a 5% annual decrease in: office referrals, out of school suspensions, in-school suspensions and expulsions.

4 iii. Adaptation iv. Appropriation Created Thu Mar 29 13:15:32 GMT 2012 Thu Jun 07 13:37:33 GMT 2012 Strategy: Data Evaluation Evaluation Process: School conduct and climate will improve as measured by a 5% annual reduction There is an expectation that student increased engagement will correlate with higher attendance and lower disciplinary events. Each building will provide academic and behavior data to the DLT quarterly. DLT will analyze district level data to identify areas for improvement in climate and conduct and implement changes that support the behavioral success of all students. Assistant Principal;Assistant Superintendent;Employee;Principal;Teacher 1 year - 2 years General fund Identify Person(s) to plan PD: Collect and analyze appropriate office referral data for all school buildings. High quality professional development of instructional staff on data analysis and the TPACK model toward increasing student engagement/achievement Curriculum Coordinator/Director;Other District Employee;Principal;Teacher School conduct and climate will improve as measured by a 5% annual reduction due specifically to increased student engagement. How PD will support this After providing ways to collect/analyze data, the PD will teach staff the TPACK model. Emphasis on how teachers are using the TPACK framework and correlations will demonstrate how TPACK effects behavioral referrals and attendance. Created Thu Mar 29 13:49:58 GMT 2012 Tue May 01 18:01:24 GMT 2012 Phase 3. Technology Policy, Leadership and Administration : Policy development to match current needs/trends Developing Policy

5 In the case of Board Policy and legal issues or where previous legal precedent is contrasted with a change in technology; the Administration w/teaching staff reviews the issue. Where modification is required, the Superintendent's office provides the recommendations for a modified /new policy. Driven by the CCIP, increased tech integration has found that Board policy and regulations had not kept pace. The rapid pace of technology change forces regular review of present policy to better support the learning environment. iv. Transformation iv. Transformation Created Wed May 09 18:39:34 GMT 2012 Thu Jun 07 13:49:25 GMT 2012 : Through the DLT process, infusion of technology becomes common place Providing District Leadership As technology allows for stratified collaboration both within and between Districts, the ability to share Best Practice and Common Core lesson structures allows for better implementation of the TBT goals that directly increase student achievement. While the District continues to provide hardware and network resources for better collaboration and sharing, the strongest needs are systemic change in processing these "share points" and PD that induces more effective use by teachers on a daily basis. ii. Adoption iv. Transformation Created Fri May 18 12:05:23 GMT 2012 Thu Jun 07 13:53:40 GMT 2012 Strategy: Increased use of collaboration tools to postively effect the TBT process Evaluation Process: The District will see a decrease in "ambience" during meetings, which will move discussions from basic data collection toward data analysis and how that analysis can improve teaching practice. As the District uses the OIP model to grow our teaching/learning capacity, the TBTs, BLTs and the DLT will use ofcollaboration tools consistently. In that process, the postings and data uploads, as well as the discussions, will be documented. With the presently available tools, as well as future aquisitions, the strategy is to enhance collaboration, the expecctaion is regardless of the specific tools, teachers will have avenues for better analysis of student learning data and methods to share/build successfull teaching models. 6 months -1 year General Fund

6 As Lakewood further develops our "instructional coach" model, as well on-line PD models like Atomic Learning, Moodle, Google Aps, etc., the lead on how these PD methods will be encompassing in the OIP process will be the District Curriculum Dir. who will draw from I.T., building staff(s) and outside organizations (WVIZ, etech, ESC, etc.) to build what works for Lakewood. The exact methods will be developmental, within District level "tech bootcamps", internally developed trainings (potential early release days) and flex time/ common planning. Identify Person(s) to plan PD: How PD will support this As minutes are collected from the TBT/BLT/DLT, as well as the documentation of the discussions on instructional priactice (network resouce locations); the expectation is that the amount and depth of these discussions will be markedly increased. The minutes/discussions will reflect less on data collection and more on analysis and induced "best practice". As the developing methods are incorporated our PD models, the documented minutes of TBT/BLT/DLT meetings and on-line collaborations with become more focused toward the OIP goals and "richer" discussions on instruction will be in evidence. Created Fri May 18 12:34:34 GMT 2012 Fri May 18 12:55:14 GMT 2012 Phase 4. Technology Infrastructure, Management and Support : Network wireless expansion Networking, Internet and Telecommunications With a strong 2gbps fiber backbone, the next expansion is to increase the wireless "umbrella" capacity to replicate the dominant hardwire system. This wireless must be able to provide secure access for devices of multiple OS (BYOD), inorder to provide digital resources for students. ii. Some We need to provide increased access (that incorporates BYOD materials), to support the Common Core standards infusing Research and Media Skills. Students need "on demand" research, Internet and software driven materials. Therefore, network capacity for wireless access must be grown logarithmically. iv. Increase Created Thu May 10 16:59:39 GMT 2012 Fri Jun 15 13:09:59 GMT 2012 Strategy: Heat maps and access point installation plan Evaluation Process: Using collected data surveys, visual inspection of installations for physical interference issues, antenna gain testing, frequency overlap data; the tech staff will install and position wireless components to increase coverage as well as users per AP. Using both presently developed "heatmaps" of the present wireless configuration, as well as Cisco Wireless Controller data on usage levels and access request/rejection data, the tech staff will be looking to provide access to increasing device counts.

7 With a present hardwire infrastructure that employs 2gb fiber between TR closets, as well as CAT6e cabling to multiple classroom locations; the next layer is a progressive plan for increased installation of access points that will increase coverage areas. Business / Finance Manager;Other Educational Tech Staff;Technology Consultant;Technology Coordinator/Director;Treasurer 1 year - 2 years General Funds Using on-line training components and vendor based individual training, the staff technicians will be trained to implement proper installation and data collection for this strategy. Identify Person(s) to plan Other Educational Tech Staff;Technology Consultant;Technology Coordinator/Director PD: If effective, the number of needs for service as well as requests for access will drop or stay equivalent, while the number of devices needing access increases. How PD will support this With PD in place, technical staff will be able to support and upgrade the number of access points in service, as well as allow for easy "hand offs" between points, making access seamless to the users. Created Thu May 10 17:20:12 GMT 2012 Thu May 10 17:35:43 GMT 2012 : Movement to 1 to 1 Access to Technology In order to achieve "technology transparency" the district will incorporate a combination of public and privately owned devices on the District's network and accessing District resources. Common Core required infused and immediate access to Research and Media skills, yet LCS cannot keep up with the shifting platforms and patterns of devices needed by users; therefore controlled network wireless access must be available to all devices. ii. Some iii. Pervasive Created Thu May 10 17:42:18 GMT 2012 Fri Jun 15 13:12:36 GMT 2012 Strategy: Portal secure access As technical staff implements this strategy, users will be asked to test their BYOD devices to assure the data complements the experience. At the same time, using our Cisco Academy students, testing of the security of said access will have be on going.

8 Evaluation Process: The technical staff will need to be working on test versions of almost any and all Internet browsers to assure equivalent response times and display on multiple devices. In this strategy, results will be the comparison of test units with user surveys. With the number of OS and ios devices presently available to the consumer that could eventually be attempting to access District owned resources, the need of a common secure GUI "portal" access (using a browser interface) becomes a dominant need for the growth of the wireless network. Other Educational Tech Staff;Teacher;Technology Consultant;Technology Coordinator/Director;Vendor Representative 6 months -1 year General Fund Identify Person(s) to plan PD: How PD will support this Using vendor resources and our consultant/engineering group, tech staff will need to develop the "portal" environment and then provide both access and training to teaching staff/students to envelope the process for users. Curriculum Coordinator/Director;Other Educational Tech Staff;Student;Teacher;Technology Coordinator/Director Using a "virtual help desk" model, the PD should provide increasing usage levels by staff/students, while maintaining high levels in network security. this PD will not only provide tech staff with the tools of implementation and securing the GUI access, but with support the user experience. Created Thu May 10 17:53:09 GMT 2012 Thu May 10 18:24:26 GMT 2012 : Application/software/resource access Access to Educational Information and Applications With the requirements of CCSS, LCS' goal is to provide open access to network resources; through the use of a Portal or "cloud" solution. Common Core requirements of Research and Media skills, as well as the LCS recognition of 24/7 learning, requires that we purchase and support growing numbers of applications with limited funds. The portal is seen be the best solution for cost control, accessiblity and security. ii. Minimal iii. Adequate Created Thu May 10 18:47:31 GMT 2012 Fri Jun 15 13:27:43 GMT 2012 Strategy: Application Access only through the Portal

9 Evaluation Process: Presently in place is the initial portal allowing for 250 users, this will need to radically increase toward a district level, as well as be incorporated into daily practice at the desktop level to be effective, especially for BYOD users. This strategy will be seen to be effective if by both purchasing data and staff/student survey it is found to have provided access to needed educational applications and resources, while controlling costs by limiting concurrent use of said resources. Previously, students used only District owned hardware that had an active desktop with installed applications that were imaged by the tech staff and limited in scope. In the new model, using an Apps based portal, new software can be accessed by user login or subgroup, saving the District money while giving users 24/7 access. Curriculum Coordinator/Director;Other Educational Tech Staff;Teacher;Technology Coordinator/Director 6 months -1 year Funding Source (if Estimated Cost for Strategy - Year 1: Estimated Cost for Strategy - Year 2: Estimated Cost for Strategy - Year 3: General fund Identify Person(s) to plan PD: How PD will support this The main focus of PD will be to both teachers and students on Portal use and license ceilings. This will be provided by the tech staff, on-line tutorials, and in-service demonstrations provided by the "tech buddy" teachers. Other Educational Tech Staff;Teacher;Technology Coordinator/Director After the initial "roll out", the expectation is that the need for in-service and use of the tutorials will decrease as user become comfortable with the interface. As PD provided methods of access, the expectation is that usage will increase and performance of the portal will allow for data collection on users and the amount of time in use. Created Thu May 10 18:49:58 GMT 2012 Fri May 11 13:04:25 GMT 2012 : Data privacy on the network Security LCS must build the security into the network needed to uphold the privacy of staff/student data, storage and resource integrity. Allowing for 24/7 learning and the infusion of BYOD/privately held devices, the District will need to ramp up controls on security, allowing students and staff regular and secure access to resources and their own stored academic materials without fear of intrusion or loss. iii. Adequate iv. Advanced Created Fri May 11 13:07:09 GMT 2012 Fri Jun 15 13:36:30 GMT 2012

10 Strategy: Intrusion preventions/roaming profile Evaluation Process: All student and staff data will remain private, the network will only be accessed in accordance with Board policy and intrusion/malware will be prevented. Statistical data and reporting will be required of any network security measures installed, with the expectation of modifications on an "as needed" basis. Use of new and currently installed intrusion prevention software to allow devices to enter the network, while limiting access to specific areas and resources, all the while preventing "hacking" or other unauthorized access. Other Educational Tech Staff;Technology Consultant;Technology Coordinator/Director 6 months -1 year General fund Identify Person(s) to plan PD: How PD will support this All PD will be based on research into current I.T. security trends, as well as materials made amiable by the vendors chosen for the implementation. Other Educational Tech Staff;Technology Coordinator/Director;Vendor Representative Software/hardware data reporting on usage in comparison to intrusions. With strong training, the I.T. staff will be able to maintain services on both publicly and privately held devices, while continuing to expand all levels of network security. Created Mon May 14 13:07:54 GMT 2012 Mon May 14 13:15:42 GMT 2012 : Increasing support with reduced funding Technology Support and Management In an environment of reduced financial resources and increasing user demand for access to the network, LCS will provide new support systems based in the portal and BYOD access. As the LCS goes through the issue of recession and financial reductions, new training/support processes must be built for an increasing user base. In addition, CCSS requires staff to take on new responsibilities; as well as maintaining needed resources with scrutiny and higher skill levels. ii. Sufficient iii. Increase Created Mon May 14 13:37:42 GMT 2012 Fri Jun 15 13:48:10 GMT 2012

11 Strategy: Raising the level of "on demand" resources for support Evaluation Process: As students/staff become more digitally fluent, the support will move toward resource learning and acquisition and away from hardware and software specific requests. The process will be working best when users self-support in all areas of need. Outside training, whether it is Atomic Learning's technical/software demos, Schoolworks' online legal issues training, or other, usage tracking is critical. As financial issues increase pressure on the tech staff to provide service to aging materials, BYOD will become a potential issue. it is expected that users will need to learn both network resource allocation and issues related to personally purchased materials (often unknown to tech staff). Therefore, access to self training materials and troubleshooting will become critical. These will need to be further enhanced using students to assist students as an additional layer to turn to for assistance. Curriculum Coordinator/Director;Educational Technology Consultant;Other Educational Tech Staff;Student;Teacher;Technology Coordinator/Director 6 months -1 year Funding Source (if General Fund Estimated Cost for Strategy - Year 1: Estimated Cost for Strategy - Year 2: Estimated Cost for Strategy - Year 3: PD will need to be provided by the "tech buddies", Media staff, tech staff and student tech support assistants. This will range from one on one training to on-line demonstrations and testing. Identify Person(s) Curriculum Coordinator/Director;Librarian / Media Specialist;Other Educational Tech Staff;Student;Teacher;Technology Coordinator/Director to plan PD: How PD will support this As staff and students find easier avenues toward support in methodology, support will be able to concentrate more toward network issues and less on the user end. This will be tracked using the present work order systems, as well as logs reported by the "tech buddies" and student assistants. Users will become more self supporting, freeing tech staff to concentrate on network and classroom specific materials (data projectors, active boards, etc.). Created Mon May 14 14:47:07 GMT 2012 Thu May 17 12:29:04 GMT 2012 : Enterprise level TCO in a high Free and Reduced lunch District Total Cost of Ownership (TCO) LCS will incorporate BYOD and "portalized" network access to redirect limited resources into areas that can grow easily and lower the District TCO. 24/7 User demand for network based resources will continues to increase, while financially the District continues to be limited in it's ability to provide hardware to each staff and student.

12 ii. Some Want To iii. More Be? Created Mon May 14 15:03:11 GMT 2012 Fri Jun 15 13:57:08 GMT 2012 Strategy: Publicly owned versus Privately owned user hardware Evaluation Process: When this model works best, students will have increased access to network driven resources, while costs to the District will remain controlled or limited in growth. Using survey, security software data reports, work order requests and observation, the Curriculum Dept. in accord with the I.T. dept. will monitor student access to materials. This monitoring will look at trends in usage in order to best reallocate funds. At issue in our high F&R district is equity of access. In this strategy the desire it to provide equivalent experiences between users of higher and lower financial status, while limiting the obligation of the Board for continual purchasing of user end materials. Curriculum Coordinator/Director;Other Educational Tech Staff;Teacher;Technical Services / Eng Director 1 year - 2 years General Fund BYOD will require higher levels of PD for tech staff in the areas of network security, access, packet shaping, bandwidth allocation, etc. It will also require teaching staff to know privacy issues, on-task behavior in a digital learning environment, plagiarism and assessment issues, etc. Much of this will need to be developed by the LRC staff and "tech buddies" until it is incorporated into the culture as the norm. Identify Person(s) Curriculum Coordinator/Director;Educational Technology Consultant;Teacher;Technical Services / Eng Director;Technology Consultant to plan PD: How PD will support this Effectiveness of the PD will be seen in both increased use of technology by all users as well as observed/surveyed reports on effectiveness from staff/students. As the staff become more comfortable with students using BYOD materials it will allow for more dynamic teaching and student learning, while allowing tech staff to control costs and control security. Created Mon May 14 15:21:59 GMT 2012 Thu May 17 12:37:59 GMT 2012 Budget and Planning Phase Total by Phase 2. Curriculum Alignment & Instructional Integration $.00 $.00 $.00 $ Technology Policy, Leadership and Administration $.00 $.00 $.00 $ Technology Infrastructure, Management and Support $110, $95, $95, $300, Grand Total by Years $110, $95, $95, $300,000.00